| Lesson Plan |
| Grade: |
Date: 25/02/2026 |
| Subject: Chemistry |
| Lesson Topic: State the typical conditions in the Haber process as $450^{\circ}\mathrm{C}, 20000\mathrm{kPa} / 200\mathrm{~atm}$ and an iron catalyst |
Learning Objective/s:
- Describe the concept of dynamic equilibrium and how forward and reverse rates become equal.
- Explain the effect of temperature, pressure, and concentration on equilibrium position using Le Châtelier’s principle.
- State the typical industrial conditions for the Haber process and justify each condition.
- Apply the equilibrium constant expression to a simple reversible reaction.
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Materials Needed:
- Projector or interactive whiteboard
- PowerPoint/slide deck on equilibrium and the Haber process
- Handout with practice problems on $K_c$ calculations
- Printed diagram of an industrial Haber‑process reactor
- Worksheet for group calculations
- Whiteboard markers and erasers
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Introduction:
Begin with a quick “What is equilibrium?” poll to activate prior knowledge. Highlight that many industrial reactions, like ammonia synthesis, rely on controlling equilibrium. State that by the end of the lesson students will be able to list the key Haber‑process conditions and explain why they are chosen.
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Lesson Structure:
- Do‑now (5') – Students answer three short questions on reversible reactions on a mini‑quiz.
- Mini‑lecture (10') – Review dynamic equilibrium and Le Châtelier’s principle with slide examples.
- Guided analysis (12') – Examine the table of Haber‑process conditions; discuss the rationale for temperature, pressure, and iron catalyst.
- Group activity (15') – Teams calculate a hypothetical equilibrium yield and propose adjustments to improve it.
- Whole‑class debrief (8') – Groups share results; teacher clarifies misconceptions.
- Exit ticket (5') – Students write the three typical Haber conditions from memory.
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Conclusion:
Recap the link between equilibrium principles and the industrial design of the Haber process. Collect exit tickets to gauge recall of the three conditions. Assign a short homework: complete a worksheet that asks students to predict how changing one condition would affect ammonia yield.
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